Why Should Whispering Pines teach a comprehensive sex education course as opposed to

abstinence only?

Submitted by The Dream Team

Anderson, Jolie
Colton, Aleena
Hawk, Carol
Little, Braden
Thompson, Wil

Salt Lake Community College

COMM 1010
November 22, 2017

Executive Summary

Our purpose as the Dream Team is to help incorporate a new sex education course into the

whispering pines junior high school, while also having all the parents come to an agreement

about their childrens education. This is a summary of our thought process on Why Whispering

Pines should teach a comprehensive sex education course as opposed to abstinence only?

Throughout our meetings and at home during our personal time we all researched several

different aspects of this topic. For example, the characteristics, positives and negatives of the

current situation, stakeholders and who is affected by the situation, the history of what has been

taught previously, the policies and practices of what is legal in the state and so on. We have done

so in order to help us incorporate a better education program for Whispering Pines.

 The Dream Team created several criteria that we wanted our end solution to follow. For

example, we want to have the parents consent before starting the course. After creating our

criteria we brainstormed solutions on how we can implement the criteria we created. For

example, implementing a consent form, offering a parent meeting etc. We then picked the

solutions we felt the strongest about and thought would make the greatest impact on Whispering

Pines.

The final solution we are hoping to implement at Whispering Pines is to start a

comprehensive sex education course. Before teachers begin this course, the school will conduct a

parent meeting given by all the teachers conducting this course in class. At this time parents will

be given insight as to what it is their children will be learning in class throughout the semester.

They will also be able to ask any questions to the teachers before consenting for their student to

be present in class. At the end of this course, parents will be asked to fill out a consent form for

what they would prefer their child be present for. This consent form will consist of a checklist of

all the topics students will be learning in class and parents can check what they are comfortable

with their students learning. If a parent does not want their student present for a certain topic, the

teacher giving the course will send the student into the library where they can work on other

assignments. If a parent does not attend the parent meeting, a copy of the consent form will be

given to their student in class to take home, or e-mailed to the parent. Students whose parents

dont sign a consent form at all will be allowed to be present in class for all the subjects being

taught.
Project Description
We are the Dream Team and we are offering solutions for case study #14.
The problem: You are a group of parents whose children are attending Whispering Pines, a private junior
high school. The school has no affiliation to any church. Its students come from various religious, cultural,
and socioeconomic backgrounds. The school administrators are in the process of redesigning the current
old-fashioned sex ed program. They recently surveyed all the parents in order to understand their views
about sex education. They found a three-way split. Approximately 1/3 of the parents would like a
comprehensive course that covers physiological, medical, and psychological aspects of sex education in
depth. Another 1/3 of the parents are pushing hard for an "abstinence-only" program. A final 1/3 of the
parents do not want their children to have any sex education at school; they feel it is better handled by the
students' churches and/or families.
The administrators have asked your group to serve as an advisory committee whose task is to recommend
the direction the school should take as they develop the new course. They have handed the survey results
to your team. You have been asked to consider all parents' views in your recommendations.
The question we are trying to answer is How should Whispering Pines implement a comprehensive sex
education course as opposed to abstinence only?

Methods

Our group began by preparing a Team Contract, which assigned each group member their job
and the expectations for each person. We then each researched different topics and aspects of the
problem so that together we could come up with a better-rounded solution. After conducting our
research and coming up with our criteria that we wanted to follow we brainstormed possible
ideas for solutions. Following this we ranked each solution idea with our criteria. We took the
top ranked solutions and the ones we felt most strongly about and chose to incorporate those into
our final solution.

Part I: Problem Question

It is important to state our problem as an open-ended question (COMM 1010 WebCT page,
2010). If the question is open-ended, we will not be tempted to start with one specific solution in
mind.

Our group agreed that our key problem was: How should Whispering Pines implement a
comprehensive sex education course as opposed to abstinence only?
Part II: Analysis of the Problem

As we analyzed the problem we considered its characteristics, stakeholders in the problem

(people who might be affected), the history of the problem, and policies that might affect the

problem or our solutions. We also identified resources we could use in finding a solution.

A. Characteristics

Teaching abstinence only in schools is a big ongoing argument throughout the United States. In

some states public schools are only allowed to teach abstinence only instead of a comprehensive

sex education course. The current situation in Utah has a lot of negative aspects surrounding the

abstinence only program. For example, most people on board with this argument would say that

teaching abstinence only could be helpful in lowering teen pregnancy rates. However, that is far

from the truth (Andrews, 2016). This is shown because one in thirteen female high school

students gets pregnant each year (Zeiler, 2014). It could also be argued that students who are

taught abstinence only are less likely to become infected with STIs. This also remains untrue,

Alean Zeiler states that one in four sexually active female adolescents becomes infected with at

least one STI (Zeiler, 2014).

Studies have also shown that students being taught an abstinence only course have been

shown to have the same amount of sexual partners as their peers who are partaking in a

comprehensive sex education course (Malone, 2011). Malone also stated that 40% of students

who took the comprehensive sex education course were less likely to instigate sexual behavior,

reduce the amount of sexual partners, and have an increase in condom and contraceptive use

(Malone, 2011). Malone explains the comprehensive sex education course as encouraging
abstinence as the safest option, but encouraging people who are having sex to always use

condoms or other forms of birth control (Malone, 2011).

Although there are a lot of negative aspects of teaching abstinence only in todays

culture, there are a few positives involved as well. For example, some people may view that

teaching a comprehensive sex education course is promoting sex before marriage, or glorifying

teen pregnancy and STIs. By not teaching students about these things at all, and focusing solely

on abstinence, students are never given a chance or an option to think that pre marital sex is

desirable. Another positive aspect is that parents often times feel more comfortable knowing that

their student is not being taught such heavy real life topics in class, and that they have full

control over their students knowledge on the subject.

B. Stakeholders

Sex education is a political issue, and many of the people most affected, mainly the parents and

students, haven't been involved in the decision-making about what's being taught. Parents are

greatly affected by this because they should be able to have a say on what their children are

being taught in school on sex education. Students should also have a say on what is being taught

at their school. Having a comprehensive sex ed course in school will teach students on

Contraceptives, STDs, Abortion, abstinence, sexual orientation, etc. This Knowledge will help

students with their personal lives as well as the relationships they will encounter in life. Not

having a comprehensive sex ed course in school would greatly affect students and allow their to

be a higher risk of teenage pregnancy as well as higher risk of infection with sexually transmitted

diseases if the they aren't properly educated on how to prevent these things.
 Sex education can greatly impact a students future. Lindberg, Santelli, and Singh (2006)

described comprehensive sex education as a balanced presentation of abstinence and birth

control methods. They stated that comprehensive sex education is crucial to providing young

adults with skills and knowledge that will allow them to maintain a healthy sexuality throughout

their lives (Lindberg et al.). Not only are students impacted by this problem, parents , schools,

teachers, etc are impacted by sex education. This impacts parents because without their child

having the knowledge from taking a comprehensive sex ed course in school, there is a risk of

unintended teenage pregnancy or infection from STDs if this information is not taught at home.

Having the course will teach students to be safe with the use of different contraceptive methods

as well as teach them about abortion and abstinence. This problem impacts Schools and faculty

teaching the course because in the case the a student becomes uncomfortable or offending in a

lecture, that could create conflict between parents and the School.

The main Goal of a sex education for schools is to cover a broad range of issues relating

to both the physical and biological aspects of sexuality, and the emotional and social aspects of

sexuality, as well as teach the best methods for avoiding STDs/STIs and unintended pregnancy.

While the goal for parents and teachers is provide honest, accurate, and affirming information to

students about sexuality, and help diminish the impact of some of the negative or inaccurate

sexual messages and stereotypes often found in the media and sometimes supported by their

peers. Comprehensive sex ed courses will help youth to make responsible choices that protect

their health, well-being and provide support for academic achievement throughout their life.

Most parents believe their children need basic information about sex and sexual self

protection. According to a survey of students, parents, teachers and principals commissioned by

the Kaiser Family Foundation, parents want a wider range of topics taught than is often
included in sex education today. 98% percent of parents say they want HIV/AIDS discussed in

sex education classes; 85% want how to use condoms discussed; 84% agree sex education

should cover how to use and where to get different types of birth control, and 76% want

homosexuality addressed in classroom sex education. Both parents and students strongly agree

on wanting more information being taught in classroom courses. According to a national survey

of teens, 51% say they need more information about how to get tested for STDs/STIs; 50% want

more information on the different types of STDs/STIs; 39% want more information about

abortion; 30% want more information on how to use condoms; and 27% say they need more

information about sexual orientation. The main goal for students is learn the full range of

information regarding human sexuality.

C. History or Background
In the research paper Some facts regarding Sex Instruction in the high
schools of the United States by Newell W. Edson. The study shows that in
1921 Utah did have sex education. Of the 21 schools in Utah who replied to
the study, four schools reported giving emergency sex education and
seventeen schools integrated sex education. In the study emergency sex
education is defined as lectures, pamphlets, sex hygiene exhibits, and talks.
Integrated sex education is explained as being taught unexpectedly in other
classes such as Biology, sociology, or hygiene. (Edson, 1921)
Although worth mentioning that sex education in 1920 as explained in
A brief history of sex ed in America by Johannah Cornblatt was not
considered comprehensive. Because of World War I and soldiers having to be
educated on STDs America began to view education on sex a public health
issue. Schools began to use films and literature to warn of the dangers of
STDs and mastrubation. (Cornblatt, 2009)
In 1942 a teacher, George F. Theroux in Utah wrote about promoting
adequate sex education and removing taboos and ignorance as sex is natural
and normal. Theroux states that the teacher that taught sex ed using factual
knowledge, human and emotional elements would be job hunting soon after.
Fear is the main motive for teaching sex ed in 1940s, fear of venereal
diseases, social shunning, and moral expectation. That the sex ed is a way of
indoctrination of a standard of living that fails to produce results. Theroux
points towards youth being more accepting if taught logically. That factual
sex education should be tried before being condemned and going backwards
to a tried and failed sex education. (Theroux, 1942)

D. Policies/Politics

Sexual education in Utah is an abstinence-based curriculum, Teachers are required to present a

strong abstinence message, but the law allows instruction in the areas of contraception and

prevention of STDs (Jodi Kaufman, USBE Health Curriculum Specialist). There are 4 districts

in Utah that teach abstinence-only curriculums. Schools are required to send out a permission

slip with a full outline of the class to the parents at a minimum of 2 weeks before the start of the

class, and parents have to sign it, so the instructor/teacher has it on file.

The professional requirement for teachers and instructors according to the Utah Human

Sexuality Instruction: Frequently Asked Questions are, teachers must have Human Sexuality

and Health Methods courses in undergraduate preparation, USBE Law and Policy Workshops for

new and newly assigned teachers of human sexuality instruction, and LEA-sponsored update

human sexuality trainings at least once every three years.

NCSL (National Conference of State Legislatures) talk about in their State Policies on Sex

Education in Schools research that 38 states require districts to allow the parents to be involved

in the sex-ed programs, four of those states are required to have parental consent before the child

can take the class, and 35 of states allow the parents to opt-out of the class for their children. All

of those things apply to the state of Utah, including the fact that The State Office of Education

must approve all sexuality education programs through the State Instructional Material

Commission and programs must be medically accurate.

There isnt much information about policies for sexual education courses in Utah private schools,
but it does state that Private schools are eligible to participate in extracurricular or co-curricular
activities of their residential public schools So, if sex-ed was an extracurricular (after school)
class it would be available to private school students. A private school student is not eligible to
participate in an extracurricular activity at public school unless the activity is not provided at
his/her private school.

E. Resources Available to us as we attempt to find a solution

Typical resources for sex education starts with the parents and school programs. Other sources
for sex education can include other family, friends, physicians (or other health care
professionals), clergy, school counselors, county or state health organizations private health
organizations, books, and the internet.

Informal sex education starts when a kid asks his parents where babies come from and
depending upon the parents attitude towards sex, it may either end there or continue on to
adulthood. Depending upon the parents knowledge about human sexuality and their willingness
to talk about it, a child may receive an excellent education or one that is woefully lacking. Social
norms have a lot to do with the sex education a person receives. What the parent feels
comfortable with when they talk to their children. Other relatives (and older siblings,
grandparents, aunts or uncles and etc.) can be another source for sex education or information.
Many people have said that their main source for information on sex was from their peers or
friends. Again, depending upon the knowledge and experience of the person who relayed the
information they received, that knowledge may be either helpful or harmful.

Formal sex education, for many people starts in elementary school with a maturation
program (a couple hours at most) that usually takes place after normal school hours and the
students attend with a parent. It continues in middle school or junior high with required health
class (another .5 credit hours). Formal sex education programs vary from state to state and even
within the school districts within the states. Many K-12 schools have specific sex education
curriculums that cover the basic biology of sex but many of these programs fail to address the
emotional, social and mental aspects of human sexuality. Most colleges require some kind of
health type class but very few require any kind of sex education course.

(This continues on) Carol Ann, WIL send this to you in your e mail.

Part III: Criteria

Its also important to set criteria for evaluating our solutions before we ever start thinking of
solutions. That way, we wont be tempted to set criteria that favor our favorite solution. We will
use the criteria in Step V when we evaluate our proposed solutions.

We began by describing our general goal; then we suggested specific criteria. Several of these
criteria are based on information weve learned in this class.
A. General Goal
1. Our general goal is to end up with a solution in which Sandra stops smoking and still has a
good relationship with Nancy.

B. Specific Criteria (in order of importance)

Criteria
1. Stay consistent with opinion/view
2. Education must be consented by parents before being taught to student
3. Will not financially drain the school or the parents implementing this program
4. Offering multiple options for students and parents to learn
5. Education must be taught with the students in mind
6. Explain importance of correct terminology
7. Education needs to be respectful of students and parents beliefs.

Part IV: Brainstorm possible solutions

Our groups next step was to brainstorm possible solutions. The brainstorming method required
us to contribute as many ideas as we could think of, even if they were crazy or impossible to
achieve. We did not evaluate any ideas during brainstorming, because that would discourage
creativity. We just wrote down everything we could think of. This part of the process was a lot of
fun. We got some good group synergy going.

Top Solution Choices:

1. Have a parent meeting before comprehensive sex education course begins
2. Send home a consent form for parents to sign before the course occurs, so parents cant
be upset about what their students learned.
3. Parents have the choice to opt out of certain subjects in course or course entirely (i.e.
STDs, LGBT)
4. Dont teach with the intent to instill fear into the students around sex
5. Teach about abstinence as well contraceptives

Part V: Solution Analysis

In Step V, it was finally time to analyze the solutions, based on the criteria we suggested in Step
III.

We took our top 5 solutions and ranked them on a scale of 0-5 on how they fit in with our
criteria. We chose the top ranked solutions and implemented them into our final solution.

Criteria Solution 1: Solution 2: Solution 3: Solution 4: Solution 5:

Parent Consent Opting Out Fear Abstinence
meeting Form and
contraceptives
Stay 5 5 5 2 5
consistent
Consent 5 5 5 0 5
Financially 4 4 5 5 5
Multiple 5 5 5 0 5
options
Students best 5 3 2 0 5
interest
Terminology 5 5 0 0 0
Respectful of 5 5 5 0 3
parents and
students

Total: 34 32 27 7 28

C. Final Solution
We decided as a group that we wanted to mix a few of our solutions. We really like what the
parent meeting could bring to the school, and ease the mind of the parents. We also want to
include the consent form for the course. This allows the school to cover their bases by making
sure parents cannot be upset with what their students are learning in class. We also wanted to
include an option for parents to opt out of this course all together if they dont feel comfortable
with their student learning anything. We will include and combine all three of these solutions into
our final solution.

This solution excels over others because:

We chose this solution because it is a happy medium with all the solutions we have talked about.
It offers the consent form, parent meeting and implementing comprehensive sex education to the
school. We are hoping that the comprehensive sex education course will help lower the rates of
teen pregnancies and spreading of STIs.

D. Possible Negative Consequences

Barrier 1: Having parents cause a fuss about not wanting anything about the
comprehensive program implemented in the school.
Solution: The parent can attend the parent meeting where they can get a better and more in depth
idea of what their student is going to learn about in class, and if they still disagree, they can sign
the part of the form that opts out.
Barrier 2: Making sure that we are compliant with state law.
Solution: Make sure follow private school regulations.
Barrier 3: Student who feels uncomfortable learning subject in class, due to other students
immature behavior
Solution: Students who are disruptive or are acting immature are removed from that class
period. If it happens more than once, they will not be allowed to complete the course.

Part VI: Implementation of Solution

Step Person Assigned Due Date

Consent Form Carol Ann Dec. 4
Info discussed in parent meeting Jolie Dec. 4
Course outline (Terms and STDs) Wil Dec. 4
Course outline (Abortion and adoption) Aleena Dec. 4
Course outline (Abstinence and birth control) Braden Dec. 4

[Page 12 begins here]